@article{ref1,
title="Ready! Set? Let's Train! Feasibility of an intensive attention training program and its beneficial effect after childhood traumatic brain injury",
journal="Annals of physical and rehabilitation medicine",
year="2018",
author="Séguin, Marilou and Lahaie, Annie and Matte-Gagné, Célia and Beauchamp, Miriam H.",
volume="61",
number="4",
pages="189-196",
abstract="BACKGROUND: Attention deficits are common after pediatric Traumatic Brain Injury (TBI); they complicate return to activities of daily living and disrupt socioacademic reintegration. Yet, clinicians in rehabilitation settings have limited access to cognitive remediation protocols for which feasibility has been demonstrated. <br><br>OBJECTIVE: The aim of this study was to evaluate the feasibility of intensive attention process training program Ready! Set? Let's Train! (RST), based on an adaptation of the Attention Process Training-I program. <br><br>MATERIALS AND METHODS: In a randomized controlled trial, participants with attention deficits were assigned to receive the attention process training intervention (RST) or Homework Assistance (HWA). Pre- and post-intervention assessments consisted of standardized attentional and executive tests and a behavior checklist. <br><br>RESULTS: Analyses conducted for 17 participants (RST, n=8; HWA, n=9; mean age 14.70±2.17 years, 11 males) indicated the study was successful in that it showed improvements in working memory (F(14)=5.44, P=0.04; η(2)=0.19), inhibition (F(14)=10.18, P=0.007; η(2)=0.75) and cognitive flexibility (F(14)=5.36, P=0.04; η(2)=0.57). <br><br>CONCLUSIONS: These findings indicate positive support for combined process-specific and metacognitive strategy training for attention and executive functions.<br><br>Copyright © 2017 Elsevier Masson SAS. All rights reserved.<p /> <p>Language: en</p>",
language="en",
issn="1877-0657",
doi="10.1016/j.rehab.2017.05.001",
url="http://dx.doi.org/10.1016/j.rehab.2017.05.001"
}